few_shots: Example:
Problem/activity:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Mathematical concept/skill options: 
A. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
B. Reason quantitatively and use units to solve problems.
C. Apply and extend previous understandings of numbers to the system of rational numbers.
D. Represent complex numbers and their operations on the complex plane.
E. Perform arithmetic operations with complex numbers.
F. Compute fluently with multi-digit numbers and find common factors and multiples.
G. Represent and model with vector quantities.
H. Perform operations on vectors.
I. Use properties of rational and irrational numbers.
J. Use complex numbers in polynomial identities and equations.
K. Extend the properties of exponents to rational exponents.
L. Know that there are numbers that are not rational, and approximate them by rational numbers.
M. Perform operations on matrices and use matrices in applications.
N. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.


Thought: This problem involves understanding fractions, multiplication, and division.
Answer: A

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001097

7
options: Represent and analyze quantitative relationships between dependent and independent variables.

Interpret the structure of expressions.

Represent and solve problems involving addition and subtraction.

Analyze patterns and relationships.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Add and subtract within 20.

Rewrite rational expressions.

Solve systems of equations.

Understand properties of multiplication and the relationship between multiplication and division.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Work with addition and subtraction equations.

Use polynomial identities to solve problems.

Understand the connections between proportional relationships, lines, and linear equations.

Work with radicals and integer exponents.

Create equations that describe numbers or relationships

Use properties of operations to generate equivalent expressions.

Use the four operations with whole numbers to solve problems.

Solve equations and inequalities in one variable.

Represent and solve problems involving multiplication and division.

Understand and apply properties of operations and the relationship between addition and subtraction.

Understand solving equations as a process of reasoning and explain the reasoning.

Reason about and solve one-variable equations and inequalities.

Multiply and divide within 100.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Gain familiarity with factors and multiples.

Write and interpret numerical expressions.

Write expressions in equivalent forms to solve problems.

Work with equal groups of objects to gain foundations for multiplication.

Generate and analyze patterns.

Represent and solve equations and inequalities graphically.

Understand the relationship between zeros and factors of polynomials.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Perform arithmetic operations on polynomials.
problem_activity: Narrative
The purpose of this activity is to reintroduce students to Put Together, Total Unknown story problems. In this type of problem, there is no action, so students must recognize the addends must be joined to make up the total. Students were introduced to this type of story problem in kindergarten and solved within 10 using objects or drawings. Students also solved Put Together, Total Unknown problems in Unit 1 in the context of data.
Students begin the activity by looking at the problem displayed, rather than in their books. The three reads routine gives students an opportunity to make sense of the problem before looking for a solution. Because there is no action in a put together problem, students identify the important quantities and think about how they might represent them before they solve the problem (MP1). At the end of the launch, students open their books and work on the problem. Students solve in any way they choose including using objects, drawings, words, or numbers, and write an equation to match the story problem.
This activity uses
MLR6 Three Reads.
Advances: reading, listening, representing.
Required Materials
Materials to Gather
10-frames
Connecting cubes or two-color counters
Launch
Groups of 2
Give students access to 10-frames and connecting cubes or two-color counters.
Activity
MLR6 Three Reads
Display only the problem stem, without revealing the question(s).
“We are going to read this problem 3 times.”
1st Read: “Kiran has some fish in his fish tank. He has 4 red fish and 5 blue fish.”
“What is this story about?”
1 minute: partner discussion
Listen for and clarify any questions about the context.
2nd Read: “Kiran has some fish in his fish tank. He has 4 red fish and 5 blue fish.”
“What are all the things we can count in this story?” (the number of red fish, the number of blue fish, the total number of fish)
30 seconds: quiet think time
2 minutes: partner discussion
Share and record all quantities.
Reveal the question(s).
3rd Read: Read the entire problem, including question(s) aloud.
“What are different ways we can solve this problem?” (I can use red and blue connecting cubes. I can draw the fish and count them.)
30 seconds: quiet think time
1 minute: partner discussion
"Solve the problem."
3 minutes: independent work time
“Share your thinking with your partner.”
2 minutes: partner discussion
Monitor for students who solve in the following ways and can explain their thinking clearly:
objects or drawings and count all
objects or drawings and count on
numbers and count on
Student Facing
Kiran has some fish in his fish tank.
He has 4 red fish and 5 blue fish.
How many fish does he have in all?
Show your thinking using drawings, numbers, or words.
Equation: ________________________________
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Invite previously identified students to share in sequence above.
After each student shares, “How does this representation match the story problem?”
Display
\(4+5=\boxed{9}\)
.
"Where do you see the parts of this equation in this representation? The story problem?” (4 means the 4 red fish, 5 is the blue fish, 9 is how many he has altogether.)


correct_option_index: 2